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Psychological Testing & Measurement > Chapter 10: Tests of Intelligence > Flashcards

Chapter 10: Tests of Intelligence Flashcards

1
Q

Test’s Appeal

A

The Theory on which the test is based.
Ease with which the test can be administered
Ease with which the test can be scored
Ease with which results can be interpreted for a particular purpose
Adequacy and appropriateness of the norms
Acceptability of the published reliability and validity indices
Test’s Utility in terms of costs versus benefits

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2
Q

Test Administration

A

Adaptive testing

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3
Q

Adaptive Testing

A

Tailored Testing, Sequential Testing, Branched Testing, and Response-Contingent Testing; Tests tailored to the testtaker

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4
Q

Advantages of beginning an Intelligence Test or Subtest at an Optimal Level of Difficulty

A

Allows the test user to collect the maximum amount of information in the minimum amount of time
It facilities rapport
Minimizes the potential for examinee fatigue from being administered too many items

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5
Q

Routing Test

A

A task used to direct or route the examinee to a particular level of questions; purpose of the routing test is to direct an examinee to test items that have a high probability of being at an optimal level of difficulty

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6
Q

Teaching Items

A

designed to illustrate the task required and assure the examiner that the examinee understands

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7
Q

Floor

A

Lowest level of items on a subtest

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8
Q

Ceiling

A

Highest-level item on a subtest

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9
Q

Basal Level

A

Base-level criterion that must be met for testing on the subtest to continue

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10
Q

Ceiling Level

A

Said to have been reached and testing is discontinued

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11
Q

Testing the Limits

A

Procedure that involves administering test items beyond the level at which the test manual dictates discontinuance; employed when an examiner has reason to believe that an examinee can respond correctly to items at the hgiher level

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12
Q

Extra Test Behavior

A

The way the examinee copes with frustration, how the examinee reacts to items considered very easy, the amount of support the examinee seems to require, general approach to the task, behavioral observations that will supplement formal scores

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13
Q

Stanford-Binet Intelligence Scales: Fifth Edition

A

Designed for administration to asseess as young as 2 and as old as 85 (or older). Yields a number of composite scores, including a Full Scale IQ derived from the administration of 10 Subtests; has two routing scales

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14
Q

Ratio IQ

A

Ratio of the testtaker’s mental age divided by his or her chronologcal age, multiplied by 100 to eliminate decimals

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15
Q

Devliation IQ

A

Reflects a comparison of the performance of the individual with the performance of others of the same age in the standardization sample

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16
Q

Age Scales

A

Different items grouped by age

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17
Q

Point Scale

A

Test organized into subtests by category of item, not by age at which most testtakers are presumed capable of responding in the way that is keyed as correct

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18
Q

Psychometric Soundness of the SB5

A

Calculated coeficients were consistently high (0.97-0.98) across age groups; Test-retest reliability coefficient is high. Inter-scorer reliability coefficients reported in SB5 manual ranged from .74 to .97 with an overall median of .90. Content-related evidence of validity was established from expert input to empirical item analysis. Criterion-related evidence was presented in the form of both concurrent and predictive data. Predictive Validity evidenced by correlations with measures of achievement and detailed findings reported in the manual. Factor analytic studies were presented in support of the construct validity of the SB5.

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19
Q

Adaptive Testing

A

Testing individually tailored to the testtaker; also known as tailored testing, sequential testing, branched testing, and response-contingent testing; designed to mimic automatically what a wise examiner would do.

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20
Q

Advantage of beginning an intelligence test or subtest at an optimal level of difficulty

A
  1. It allows the test user to collect the maximum amount of information in the minimum amount of time.
  2. It facilitates rapport.
  3. It minimizes the potential for examinee fatigue from being administered two times.
21
Q

Routing Test

A

A task used to direct or route the examinee to a particular level of questions; purpose is to direct or route the exainee to test items that have a high probability of being at an optimal level of difficulty.

22
Q

Teaching items

A

Designed to illustrate the task required and assure the examiner that the examinee understands; not formally scored and performance on such items in no ways enters into calculations of any other scores

23
Q

SB5 Information on Administration

A

Test items contained in 3 item books.
Book 1 contains the first two (routing) subtests. Scored and identifies appropriate start point in Book 2 & 3.
Book 2 have subtests labeled knowledge, quantitative reasoning, visual-spatial processing, and working memory.
Book 3 - starts at an appropriate level. Includes Fluid Reasoning, Quantitative Reasoning, Visual-Spacial Processing & Working Memory

24
Q

Verbal Measure of Working Memory

A

Test called Memory for Sentences, in which the examinee’s task is to repeat brief phrases and sentences

25
Q

NonVerbal Measure of Working Memory

A

Delayed Response; involves a totally different task, one remniscent of the shell game or the three card Monte

26
Q

Subvocalize

A

Verbalizes in thought, not aloud

27
Q

Basal Level

A

used to describe a subtest with reference to a specific testtaker’s performance

28
Q

Scoring & Interpretation of SB5

A

Scores on individual items of the various subtests are tallied to yield raw scores on each of the various subtests. Scorer employs tables found in the manual to convert each of the raw subtest scores into a standard score. From the standard scores, composite scores are derived

29
Q

David Wechsler

A

Designed a series of individually administered intelligence tests to assess the intellectual abilities of people from preschool to adulthood

30
Q

Wechsler Tests

A

Point scales that yield deviation IQ’s with a mean of 100 (interpreted as average) and a standard deviation of 15; testtaker’s performance is compared with scores earned by others in the group; psychometrically sound

31
Q

Wechsler Intelligence Tests

A

Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) for ages 16 to 90 years and 11 months
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) for ages 6 through 16 years and 11 months
Wechsler Pre-school and Primary Scale of Intelligence-Third Edition (WPPSI-III) for ages 3 years to 7 years and 3 months

32
Q

Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

A

Most recent edition to the family of Wechsler adult scales; made up of subtests designed as core or supplemental

33
Q

Core Subtest

A

Administered to obtain a composite score

34
Q

Supplemental Subtest

A

Optional Subtest; used for purposes of providing additional clinical information or extending the number of abilities or processes sampled; contains ten core subtests, five supplemental subtests

35
Q

Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV)

A

Represented the downward extension of the W-B and incorporated many items contemplated for use in the W-B II; Adjusted for children

36
Q

Process Score

A

Defined as an index designed to help understand the way testtaker processes various kinds of information

37
Q

Cognitive Factors Measured in WISC-IV & SB5

A

WISC-IV -Working Memory, Processing Speed, Verbal Comprehension, Perceptual Reasoning
SB5 - Working memory, Visual-Spatial Processing, Knowledge; Fluid Reasoning; Qualitative Reasoning

38
Q

Nonverbal Factors Measured in WISC-IV & SB5

A

WISC-IV - Working memory, Processing Speed, Perceptual Reasoning
SB5 - Working Memory, Visual-Spatial Processing, Fluid Reasoning, Quantitative Reasoning, Knowledge

39
Q

Wechsler Preschool & Primary Scale of Intelligence-Third Edition (WPPSI-III)

A

Pronounced whipsy; was the first major intelligence test that adequately sampled the total population of the US; designed, developed, & standardized especially for children under age 6.

40
Q

Short Form

A

Refers to a test that has been abbreviated in length, typically to reduce the time needed for test administration, scoring, and interpretation

41
Q

Reliability & Validity of Short Forms

A

Reduced, Find the time to administer the long form

42
Q

Group Tests in Military

A

Army Alpha Test - for recruits who could read

Army Beta Test - for foreign-born recruits with poor knowledge of english or to illiterate recruits

43
Q

Screening Tool

A

Instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise level

44
Q

Army Services Vocational Aptitude Battery (ASVAB)

A

Administed to propective new recruits in all armed services; designed to help testtakers learn about their interests, abilities and personal preferences in relation to career opportunities in military and civilian settings

45
Q

School ability Test

A

Group intelligence test; provides school personnel with valuable information for instruction-related activities and increased understanding of the individual pupil

46
Q

Convergent Thinking

A

Deductive reasoning process that entails recall and consideration of facts as well as a series o logical judgments to narrow down solutions and eventually arrive at one solution

47
Q

Guilford

A

Developed the Structure-Of-Intellect Model; drew a distinction between intellectual processes of convergent and divergent thinking

48
Q

Divergent Thinking

A

Reasoning process in which thought is free to move in many different directions, making several solutions possible; requires flexibility of thought, originality, and imagination

Psychological Testing & Measurement (12 decks)

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